How Education Supplies Are Significant in Museum Programming

Supplies for programming in museums are endless and are selected based on the needs of each program. There are various ideas for museums to create school and public programs from, and they are based on each institution’s missions and educational goals. Since there are different ways educators can plan their school and public programs within their missions, we have to plan what supplies and how much supplies are needed as they plan the programs.

For instance, if a historic house museum focuses not only on its history and the family that lived there but also focus on serving the community, programs are planned to support the study of history and connect with members in the community to be relevant in its community.

School program supplies include but are not limited to paper, pencils, markers, crayons, paint, scissors, color pencils, and ink. Public program supplies include but are not limited to supplies used in school programs (depending on what program is planned for what audience), food, drinks, cups, and plates. The previous examples are supplies I have personally used, and have been in charge of the supply inventory in my career as a museum educator.

Depending on what an education department needs, many stores provide the typical supplies needed. If the programs require specific items not found in stores, there are places that museums partner with to provide materials needed. At the Long Island Museum, for instance, they had school and other children’s programming that allow them to pretend to turn over hay outside the barn on the Museum’s campus; the education staff travel to a farm stand that sells hay, and makes a purchase that should last throughout the school year.

An important issue in education programming museums have to address each year is funding for these programs. It is also an issue that educators faces in the school system.

I came across an article from Education Week called “Teachers Spend Hundreds of Dollars a Year on School Supplies. That’s a Problem.” Written by Ann Ness (executive director of the Minneapolis-based nonprofit AdoptAClassroom.org), the article discussed how teachers have spent a lot of their own money to provide the supplies needed for their classrooms. According to Ness’ article, a survey of more than 1,800 public and private school teachers conducted in the 2015-16 school year stated that the average American educator spends $600 of their own money every year on basic supplies and they not only cover typical staples such as copier paper or colored pencils, but also go toward clothing and personal hygiene necessities for students who need them. Ness argued that educators need to have a better way to be able to have plenty of supplies for their students, and the students and parents need to urge their local school districts and state legislatures to adequately fund education that is able to provide supplies for students in need.

This article made me think about how this fact also applies to museum educators who need to purchase items for their programs. For each year, education departments in each museum have to figure out funding for education supplies.

Like educators in public and private schools, many museum educators use the money out of their own pockets to support the programs. At Connecticut Landmarks, for instance, one of my former co-workers would purchase food such as cookies and vegetables for the Cultural Cocktail Hour program that promotes local artists’ works. It is also possible for museum educators could be reimbursed for their purchases especially when there is room in the budget to reimburse them.

Whenever a museum educator purchases items for the program or programs, a receipt is saved so the director of the education department or executive director would sign off on the purchase and provide a check to give to the museum educator. To provide the funds to reimburse the education staff, the education budget includes an amount that has to be spent on supplies and should be enough to provide a part in the budget to give money to educators that purchase items for the museum.

The majority of the funds that support museum programming, and on a larger scale to keep museums running, come from grants that museums have to apply for each year. In each grant application, museums have to address what they hope to accomplish when they receive the funds. When they applied for grants they have previously received funds from, museums must address how much they have accomplished with the grant in the previous year(s) and how the grant would be essential for the upcoming year. This is an understanding that was reaffirmed while I was assisting the executive director at the Maritime Explorium on part of a grant application to keep the museum running programs for visiting children.

To be able to successfully run programs that make an impact on our audiences, we need to be able to get access to supplies.
What supplies do your institutions use for your programming? Are there other ways your organization or institution find funding for programs?

Share this:

Like this:

LikeLoading...

Related

Published by lindseysteward

I am a passionate and dedicated individual who is determined to provide local and national history for future generations to appreciate their roots and teach the next generation. My love for museums began from a very young age. When I was a child, my family encouraged myself and my sisters to visit various historic sites and museums including Plimoth Plantation and Salem Witch Museum, and continued as I grew up when I saw places such as the Birthplace of Abigail Adams.
My lifelong passion for history led me to earn my Bachelors degree in History from Western New England University and my Masters degree in Public History from Central Connecticut State University. While I was in the Central Connecticut State University Public History graduate program, I worked on the Connecticut Historical Society’s “Cooking by the Book” exhibit that my group came up with the original proposal for. I also helped set up art exhibits at CCSU’s art galleries, and wrote a lesson plan on women contributions to society in the eighteenth century as a final project in the program for the Stanley-Whitman House museum.
Along the way, I gained various experiences within school activities and museums. My experiences include working with students in school programs at the Stanley-Whitman House in Farmington, Connecticut, Connecticut’s Old State House, and Connecticut Landmarks Hartford properties. I also volunteered at the Franklin Historical Museum in Franklin, Massachusetts where I provided tours for visitors, helped organize public programs connected with town events, and kept an inventory of the museum’s collections. I became a full time Museum Educator with the Long Island Museum where I teach programs, and take on administrative roles such as schedule programs.
Today, I am an independent museum professional working on various projects. For instance, I joined the Long Island Maritime Museum and Three Village Historical Society volunteering in the education and visitor services departments. I continue to look for opportunities in which I educate school groups and the public on the significance of the arts, history, and sciences in our society through the museum education field.
View all posts by lindseysteward

Résumé

Announcement

February 17, 2018

New Blog Post: I wrote about the latest edition of the Journal of Museum Education “Interpreting Trauma, Memory, and Lived Experience in Museums and Historic Sites”. How has your museum or organization dealt with educating difficult content? What challenges have you faced when interpreting trauma, memory, and lived experience?